UNIT THREE:
BACK TO NATURE.
SE1.
Back to Nature.PREVIEW
In this unit, pupils will learn to:
SEQUENCE ONE
-listen and respond to a radio interview.
-write an SOS about pollution.
-express feelings, opinions and suppositions.
-mark stress in words ending in ‘-tion’ and ‘-ssion’.
-recognise and mark intonation in complex sentences.
-use the conditional with ‘if’.
SEQUENCE TWO
-read and respond to a newspaper article about pollution.
-deduce the meaning of words from context.
-express cause and effect.
-write an expository paragraph about pollution.
SEQUENCE THREE
-conduct a meeting.
-read and respond to an advertisement.
-write an advertisement.
-recognise and mark intonation in yes-no and wh-questions.
-write the minutes of a meeting.
STOP AND CONSIDER
-use conditional types 0, 1 and 2.
-form adjectives using suffixes ‘al’, ‘ic’, ‘cal’….
-use quantity words: ‘most’, ‘all’……
SEQUENCE FOUR
-read and respond to a letter of complaint.
- write a letter of complaint.
- read and respond to a memo.
- write a memo.
Project workshop.
Pupils will realise a cleaning
campaign poster.
WARMING UP.
Aim: to introduce the unit and arise pupils’ interest.
Procedure:
Step 1:-T asks PP to study pictures 1 &2 p138.
-They contrast them in terms of colour.
-They would say: the first is green; the second is grey.
Step2:-T asks them:what do these colours remind you of?
-They would say:
*What is green is beautiful. It symbolises hope & life as it
refers to nature.All what is natural is healthy.
*The colour grey stands for danger.It is a symbol of
death since it illustrates pollution.Smoke is coming out
of factories; it is unhealthy: it damages life.
Step 3: -T asks PP: is pollution natural?
-They would answer:no, it isn’t.
-S/he asks again: how can we fight it?
-They would say: we should preserve nature.
Step4: -T writes the title of the unit on the board: BACK TO
NATURE.
-S/he invites pp to study the preview on p139 in order
to know what they will do in each sequence.
SEQUENCE ONE: LISTENING & SPEAKING.
Aim :to develop the listening and speaking skills with reference toargumentating and related language forms.
Skills : listening , speaking & identifying types of climate areas /natural
disasters.
Function : expressing & justifying.
ANTICIPATE p140.
Aim:to prepare pupils for the listening and speaking phase.
Procedure:
Task 1p140:
Aim:to identify the different types of climate areas and natural disasters from a map.
Steps:
- In pairs, PP try to read the map and to identify the different types of climate areas in the world then in Algeria.
- Different pairs exchange ideas.
- Correction.
Key:
a-The names of climate areas are mentioned on the map: polar, tundra, cool temperature, warm temperature, mountain, desert, monsoon and tropical.
b-The source is written at the bottom of the map:
c- Warm temperature climate and desert climate.
d- Mountain – tropical.
Task 2 p140:
Aim:- to identify the types of natural disasters.
- to justify opinion.
Steps:
-T shows the picture of the natural disaster.
- PP read the appropriate word and its definition.
-In pairs ,PP select the natural disasters that can effect Algeria.
-Different pairs exchange ideas and justify their choices.
-Oral + BB correction.
Key
-Drought can affect my country because it has a desert climate.
- Earthquakes can affect my country because the north of Algeria is situated in a seismic zone.
- Sandstorm can affect my country because of the desert climate.
- Floodscan affect my country because of the warm temperature climate.
Task 3p 140:
Aim: to express and justify opinion.
Steps: - PPanswer the question and give their opinions.
-T writes on the board ‘I think that /I don’t think that’ .
-PPuse them to give their opinion.
-T brainstorms the ideas of short and long seasons.
-In pairs PP exchange and justify their opinion.
-PP give their opinion with justification.
-BB correction.
Suggested answer :
I think that the world climate is changing. It is becoming warmer. The winter seasons are becoming shorter and the summer seasons longer.
N B: several answers are possible.
Listen and check p.141
Aim:to listen and respond to a radio interview about pollution.
Task 1 p141:
Aim: To check PP’s answers to the previous task (3 p140).
Steps: - T reads part one of script 1pvii.
- PPlisten and check their answer to task 3p140.
- Oral + BB correction.
Key:
The world climate is changing because the volume of carbon dioxide in the air has increased as a result of the burning of oil, coal and wood.
Task 2 p141:
Aim: To let PP guess and anticipate the consequences stated in the next
part of the interview.
Steps:
-T makes sure PPunderstand the consequences given in the table.
- In pairs ,PPselect the right completion of the consequences.
-Different pairs exchange ideas.
-Oral correction.
Task3p141:
Aim: To check PP’s answers to the previous task (2 p140).
Steps: - T reads part two script 1pvii.
- PP listen and check their answer to task 2p141.
- BB correction.
Key to tasks 2/3p141:
The sea level will… / The food producing areas will… / The temperatures will… / The coastal areas will…Rise / become deserts / go up / be under water
Task4p141
Aim: To listen for specific information.
Steps:
-T makes sure PP understand the questions.
-T reads script 1pvii.
-PP listen and take notes.
-In pairs, PP exchange and check their notes.
-Oral +B.B correction.
Key:
a- The gas which is responsible for global warming iscarbon dioxide.
b- He compares it to a greenhouse, a type of plastic house where farmers grow vegetables.
c-It is called sobecause carbon dioxide traps the heat from the sun, just like a greenhouse.
d- We can reduce the high temperaturesby reducing the volume of CO2 emissions.
e- The climate specialist is worried about climate change .
Evidence from the interview: ‘Everybody is worried about high
temperatures these days’ ; ‘scientists are raising the alarm about
global warming; ‘a question of life and death to us humans’.
Listening Script
Part one:
Robert: This is ‘Back to Nature’. I’m Robert Kidman. We’re at 800-978-8254.
And on the line with us now from Madison, Wisconsin, is Mike Richards, a climate specialist. Mike Richards, how are you?
Mike: Fabulous, thanks for asking.
Robert: Everybody is worried about high temperatures these days. My question then is: Is our climate really changing?
Mike: There’s no doubt at all that our climate is changing. The earth is getting warmer. Our studies show that four years out of the last ten have been the hottest since records began. The cause is carbon dioxide in the air. Its volume has increased a lot because of the burning of oil, coal and wood. This carbon dioxide has enveloped the earth in a sort of greenhouse; you know the type of plastic houses where farmers grow vegetables. This greenhouse traps the heat from the sun. It doesn’t let it go out, so the temperature will continue to rise if we don’t reduce carbon dioxide emissions. And we believe that within the next hundred years or so, the earth will have heated up by four degrees. Yes, our climate is rapidly changing.
Part two
Robert: But what will happen if the climate really changes?
Mike: A lot of things will happen. You knowif the earth gets hotter, the glaciers will melt. And if the glaciers melt, the volume of the water in the seas will increaseand the level of sea water will rise. This will cause flooding. As a result, vast areas of the Indian coast, Bangladesh, Holland and even London will be under water.
Robert: Are there any other effects you haven’t mentioned?
Mike: I’m afraid there are many other effects. For example, if the climate changes, the winds and rain will change. Some regions will have more storms. These storms will destroy crops, houses and kill a lot of people. On the contrary, vast areas of the world – the United States of America and Russia, North Africa will suffer from lack of rain. This lack of rain, I mean the drought, can transform these areas into desert. As a result, we will have less food to eat and less water to drink. This is why we scientists are raising the alarm about global warming, which is really a question of life and death to us humans.
Say it clear p.142:
Aim: to deal with intonation in yes/no questions and complex sentenceand stress in words ending in ‘-tion’ / ‘-sion’.
Task 1p142:
Aim: - To revise the intonation pattern in questions and complex sentences.
Steps:
- T reads the dialogue.
-PP listen and mark the intonation with the appropriate arrow ().
- PP should deduce that the intonation goes up at the end of yes/no questions and down at the end of Wh-questions and complex sentences.
- B.B correction.
Key :
A: Is the earth really getting warmer?
B: It’s absolutely certain. The earth’s getting warmer.
A: And why does it matter if the world gets warmer?
B: Oh it matters a lot. If the earth gets hotter the sea level will rise.
Task 3p142:
Aim: - to recognise stress position in words ending in “tion” & “sion”.
Steps:
-T pronounces the words.
-PP listen and mark the stress.
-BB correction.
Key:
Verb
/Noun
pollutepreserve
conserve
emit
contaminate
deforest
destroy
degrade / pollution
preservation
conservation
emission
contamination
deforestation
destruction
degradation
Task 4 p142:
Aim: - to deduce the rule of the stress shift in nouns ending with –tion and – sion.
Steps:
-PP pronounce the verbs and the nouns (individually).
-They deduce the rule.
Key:
PPshould notice that in verbs, stress is on the second syllable.In nouns ending in –tion / sion, it falls on the penultimate (second from the end) syllable.
The hidden message p.142
Aim: - to consolidate the practice of phonetic transcription.
Steps: -T refers PP to the phonetic symbols on pages XII &XIII.
- T helps with the first word as an illustration.
- In pairs, PP decipher the whole message.
- BB correction.
Key:
Gas emissions cause air pollution, and deforestation leads to the degradation of the soil.
IT’S Your Turn p. 143:
Aim: - to practise the use of conditional type1 in a meaningful context:talking about environmental issues.
Steps:
-T interacts with PP to explain the activity.
-T asks: what do you see in picture1?
-PP may answer: trees are cut down.
-T introduces the word deforestation.
-T asks: what will happen if we cut down the trees/don’t stop deforestation?
-T directs the PP to the consequences in box A.
-PP may answer: if we cut down trees, earth becomes desert.
-T corrects them and writes the example on the board “if we don’t stop deforestation, earth will become desert.
-T asks: and what about picture2?
-PP may answer: the sea is polluted with oil and the bird cannot fly.
-T asks: what will happen if we pollute the sea? Then ,she directs them to the consequences in box B.
-PP may answer: if we pollute the sea, fish will die.
-In pairs, PP will make as many dialogues as possible using the cues.
-Class demonstration.
-T selects some examples and writes them on the board.
Say it in writingp143.
Aim:- to issue and write warnings using the new language form.
Steps:
-T introduces the meaning of SOS (Save Our Souls= urgent call for help).
-Class interaction to explain the activity.
-PPwill use the cues in your turn task to issue warnings in the
form of environmental SOSs. The latter are usually short.
-Class demonstration.
-T selects some examples and writes them on the board.
-PP will write their SOS in a form of a wall sheet to stick it on the class wall.(They can illustrate with pictures)
A sample SOS message:
Environmental Threat!
If you don't stop spilling oil into the sea now, people will not have enough food to eat
SEQUENCE TWO:READINGWRITING.
Aim: to train pp interpret pictures , read a newspaper articlerelevant to the topic and classifying types of pollution.
Skills: interpreting ,reading & classifying.
Function: expressing cause & effect.
ANTICIPATE p144.
Aim: to prepare pupils for the reading phase.
Task1p144:
Aim:to be able to interpret pictures.
Steps:- PP study the pictures.
-They complete the given sentences by circling the correctanswer.
-BB correction.
Key: A/c-c _ B/ b-c _C/ b-a _D/b-a
Task 2p144:
Aim: - to interpret the pictures and introduce the topic of the reading passage.
Steps:
-PP interpret the pictures and choose the best answer.
-BB correction
Key: The best interpretation of the pictures is:
The two pictures above illustrate the causes and consequences of pollution.
Read and check p.145:
Aim:to make PP respond to a magazine article through expressing cause and effect relationship.
Task 1p145
Aim: - to check PP’ answers to task 2 on p144.
Steps: - PP read the text.
-Theycheck their answers to the previous exercise.
Key: The text is about the causes and consequences of pollution.
Oral task:
Aim: to draw PP’ attention to the source of the article.
Steps:
-T asks: “what is the source of the article?”, “From where is the article taken?”
-PP may answer, “It is taken from Popular Sciencemagazine”
-T draws PP’ attention to the source of the article below the text.
-T makes sure that PP mention the source in its full form(author’s name, the title of the magazine, the page number and date of edition). S/he reminds them that titles of books, magazines…are written in italic script.
-Oral correction.
Key: Adapted from Paul Thacker, Popular Science, p.35, July, 2001.
Task 2p145:
Aim: To train PPtoread and respond to a magazine article.
Steps: - Tasks PP to read the text silently and answer the QQ a,b,c and d.
- PP read the text and answer the QQ.
- BB correction.
Key:
a- They swallow oxygen, and their fumes poison the air with carbon
dioxide (CO2).
b- The gas responsible for air pollution is carbon dioxide.
c- Pollution in towncauseslung and skin cancers.
d- The negative impact of modern agriculture on people’s health is that most pesticides used on food crops are toxic and can cause diseases.
Task3p145
Aim:-totrain PPguess the meaning of words from context.
Steps:
-T interacts with and refers PP to the underlined words in the text.
-T asks: “What part of speech is the word ‘swallow’?”
-PP may answer, “It is averb.”
-T asks: “How do you know?”
-PP may answer: “Because it comes after a noun (subject) and it is followed by a noun (object)”.
-T asks: “What help does the context provide?”
-PP may answer: “The sentence which contains the verb ‘swallow’ is just an example of the previous sentence .Vehicles and factories refer to ‘different forms of pollution’ and the object is the same ‘oxygen’.”
-PP may complete the sentence in question‘d’: so the meaning of the word ‘swallow’ in the text is ‘take’.
-PP try again to answer the questions and justify their answers following the same procedure.
Key:
-Urban: The word ‘urban’ is an adjective because it comes before a noun. It has an antonym in the text ‘rural’. It is preceded by the demonstrative pronoun ‘this’ which refers to the previous sentence .This latter contains the word ‘cities’. So the meaning of the word urban in the text is a description of something related to a city.
-Aquatic: The word ‘aquatic’ is an adjective because it comes before a noun. From context, it is related to life of the fish in rivers (water in general).So the meaning of the word ‘aquatic’ in the text is a description of something related to water.
-Rural:The word ‘rural’ is an adjective because it comes before a noun. It has an antonym in the text ‘urban’. So the meaning of the word ‘rural’ in the text is a description of something related to the countryside.
-illness:it is a noun because it comes after an adjective ‘incurable’. It has a suffix ‘ness’ which is used to form nouns. It is derived from the adjective ‘ill’. It has a synonym in the text ‘disease’. So the meaning of the word in the text is the state of being ill.
Discover the language p.146:
Aim:To have an insight on how the language functionsin expressing
cause/ effect.
Task 1p146:
Aim: to introduce thecause/effect relationship.
Steps:
-PP read §2 of the text on p145 and pick out 2 sentences which are close in meaning to the sentence given.
-In pairs, PPexchange answers.
-Oral+BB correction.
Key:
In the countryside, fertilisers which contain phosphorus and nitrogen spill over into rivers. As a result, fish is dying in increasing numbers, and aquatic life is suffocating from lack of oxygen.
Task 2p134:
Aim: to have an insight on the cause/effect and effect/cause relationships.
Steps:
-T interacts with PP about how the cause /effect relationship is expressed in each sentence.
- Oral+BB correction.
Key:
In the sentence from task 1, the cause/ effect relationship is expressed through the use of the conjunction of subordination ‘because’.
In the sentences from the text, the cause /effect relationship is expressed through the use of the sentence connector ‘as a result’. We also notice that there is a reshuffling of the cause-effect relationship into an effect-cause relationship.
N.B: T shouldillustrate this reshuffling for the learners.
Task 3p146:
Aim: - to practise the use of cause/effect connectors with the right
punctuation.
Steps:
-T interacts with PPabout the picture on their book
- PP may give as possible words related to the causes and . effects of air pollution.
- T gives the words in English (CFCs, UV rays, ozone layer…..).
-PP match each cause of pollution with its corresponding effect.
-BB correction.
Key:
a 2 b 1 c 4 d 3
Task 4p147:
Aim: -to prepare PPfor the write it right task.
Steps:
-PP make as many sentences as possible using the notes in the table.
-PP read out some of their sentences to their classmates.
-T writes some of PP’ examples on the board.
-PP write them on their copybooks.
Key: Suggested sentences
1- The main cause of acid rain is acid gas emission from power stations and cars.
2- The major cause of water pollution is sewage and oil spills because of factories and shipping.
3- The main effect of toxic waste is the creation of ‘earth pollution’.
4- The major effect of factory and vehicle emissions are lung and skin diseases.